CHARTRIDGE COMBINED SCHOOL

Child Protection Policy

Adapted from Bucks CC model Nov 2016

This policy was adopted on

24th January 2017

The policy is to be reviewed by

January 2018

Signed . Chair of Governors

CONTENTS
1.

Contacts
1.1 School contacts
1.2 Contacts in County
1.3 Other contacts

2.

Introduction

3.

Responsibilities

4.

Procedures

5.

Prevention

6.

Supporting Children

7.

Confidentiality

8.

Supporting staff

9.

Allegations against staff

10

Whistleblowing

11.

Physical Intervention/Positive Handling

12.

Anti-Bullying

13.

Racist Incidents

14.

Health and Safety

15.

E-Safety

16.

Policy Review

1. Contacts
1.1 School contacts

Designated Safeguarding Lead (DSL): Sue Harratt 01494 837498

Additional Designated Safeguarding Lead(s):

Jo Mason 01494 837498
Louise Poole wef March 2017

Nominated Governor: Howard Beaumont

Chair of Governors: Alastair Paton

01296 395300

01494 783786

1.2 Contacts in County

Education Safeguarding Advisory Service

01296 382912

Education Safeguarding Advisor

01296 382732

Local Authority Designated Officer (LADO):

01296 382070

First Response Team ( including Early Help)

08454 600 001

Social Care, Out of Hours:

0800 999 7677

Thames Valley Police

101(999 in case of
emergency)

Local Safeguarding Children Board

Bucks LSCB
- for procedures, policies and practice guidelines

Family Information Service

0845 688 4944

SchoolsWeb
https://schoolsweb.buckscc.gov.uk/
-school bulletin, Safeguarding links, A-Z guide to information and
services

Buckinghamshire Grid for Learning e-Safety Bucks CC e-Safety

1.3 Other contacts

NSPCC

0800 800 5000

Childline

0800 11 11

Kidscape Bullying Helpline

0845 1205 204

Female Genital Mutilation

Email: fgmhelp@nspcc.org.uk

08000283550

Samaritans

0845 790 9090

CEOP
(Child Exploitation and Online Protection)

CEOP

Foreign and Commonwealth Office

(Forced Marriages Section)

0207 008 0151

Crimestoppers

0800 555 111

Channel /Prevent/Protect
(Anti Radicalisation)

01494 421371

2. Introduction

2.1 This policy has been developed in accordance with the principles
established by the Children Acts 1989 and 2004; and in line with the
following:
Working Together to Safeguard Children 2015
Buckinghamshire Multi-Agency Information Sharing for
Children, Young People & Families Code of Practice for
sharing personal information, March 2015.
Keeping Children Safe in Education- statutory guidance for
schools and further education colleges. Sept July 2016
Statutory Guidance issued under section 29 of the CounterTerrorism and Security Act 2015
2.2 The Governing Body takes seriously its responsibility under section
175 of the Education Act 2002 (section 157 for Independent schools)
to safeguard1 and promote the welfare of children; and to work
together with other agencies to ensure adequate arrangements
within our school to identify, assess, and support those children who
1

Safeguarding (as defined in the Joint Inspectors Safeguarding report is taken to mean All agencies working with children, young
people and their families take all reasonable measures to ensure that the risk of harm to childrens welfare are minimised and
where there are concerns about children and young peoples welfare, all agencies take all appropriate actions to address those
concerns, working to agree local policies and procedures in full partnership with other agencies

are suffering harm or whose welfare may be in question. Governors

will ensure all staff at the school have read and understood their
responsibilities pertaining to part 1 and Annex A of Keeping Children
Safe in Education Sept 2016.
2.3 We recognise that all staff2 and Governors have a full and active
part to play in protecting our pupils from harm, and that the childs
welfare is our paramount concern.
2.4 All staff believe that our school should provide a safe, caring,
positive and stimulating environment that promotes the social,
physical and moral development of the individual child.

2.5 The aims of this policy are:

2.5.1

To support the childs development in ways that will foster

security, confidence and resilience.

2.5.2

To provide an environment in which children and young

people feel safe, secure, valued and respected, feel
confident and know how to approach adults if they are in
difficulties.

2.5.3

To raise the awareness of all teaching and non-teaching

staff of the need to safeguard and promote the wellbeing of
children and staffs responsibilities in identifying and
promptly reporting cases of abuse.

2.5.4

To provide a systematic means of monitoring children

known or thought to be at risk of harm, and ensure we, the
school, contribute to assessments of need and support
plans for those children.

2.5.5

To acknowledge the need for effective and appropriate

communication between all members of staff in relation to
safeguarding pupils.

2.5.6

To ensure the school has robust systems in place for

ensuring that true and accurate records of events are kept
and appropriately stored, and to ensure that any such
records clearly differentiate between fact and opinion.

2.5.7

To develop a structured procedure within the school which

will be followed by all members of the school community in
cases of suspected abuse.

Staff covers ALL adult staff on site, including temporary, supply and ancillary staff, and volunteers working with children

2.5.8

To develop effective working relationships, guided by the

Threshold document, with all other agencies, involved in
safeguarding and promoting the needs of children at our
school.

2.5.9

To ensure that all adults within our school who have access
to children have been checked as to their suitability. This
includes other community users of our facilities.

3. Responsibilities
3.1

All staff at our school understand that safeguarding children is

everyones responsibility. Any member of staff, volunteer or
visitor to the school who receives a disclosure of abuse, an
allegation or suspects that abuse may have occurred should
report it immediately to the DSL (see contacts sheet) or, in their
absence, to the Additional DSL (see contacts sheet) using the
systems and processes our school has designed for this purpose.
In the absence of either of the above, the matter should be
brought to the attention of the most senior member of staff.

3.2

The Governing Body understands and fulfils its safeguarding

responsibilities. It will:
3.2.1 Ensure that the school has a robust Child Protection Policy
and that this is reviewed annually.
3.2.2 Monitor and evaluate the effectiveness of the Child
Protection Policy and be satisfied that it is being complied
with.
3.2.3 Ensure there is a Designated Safeguarding Lead (DSL)
who has the required level of authority to act to safeguard
pupils at the school (ideally they and any additional DSLs
should be members of the schools senior leadership
team), together with a Nominated Governor for Child
Protection. The roles and responsibilities of the DSL and
additional DSL will be made explicit in those post-holders
job descriptions.
3.2.4 Recognise the importance of the role of the DSL and
support him/her, ensuring the training necessary to be
effective is undertaken.
3.2.5 Ensure cover is provided when needed and appreciate the
additional duties taken on by the member of staff when
carrying out this role especially when there are on-going
child protection issues.

3.2.6 Recognise the contribution the school can make to helping

children and young people keep safe through the teaching
of self-protection skills and encouragement of responsible
attitudes through the Personal, Social and Health
Education curriculum.
3.2.7 Ensure that there are safe and effective recruitment policies
and disciplinary procedures in place, which adhere to
Keeping Children Safe in Education (KCSiE) (Sept 2016)
and legislation referred to therein.
3.2.8 Ensure the safeguarding needs of pupils, their families and
the school are fully understood and resources allocated to
meet identified needs.
3.2.9 Work with the DSL to complete an annual safeguarding
audit for the school to evidence how the school is meeting
its statutory responsibilities for safeguarding and promoting
the welfare of children. Ensure the findings of this audit are
shared with the local authority.
3.2.10 Ensures there is an auditable system in place to evidence
ALL staff have read, understood and agree to comply with
their roles and responsibilities as laid out in KCSiE 2016
3.3

It will be the duty of the Chair of Governors to liaise with relevant

agencies if any allegations are made against the Headteacher.

3.4

The Nominated Governor for Child Protection will be familiar with

Buckinghamshire LSCB procedures, Local Authority procedures
and guidance issued by the Department for Education.

3.5

The Nominated Governor will:

3.5.1 Work with the DSL to produce the Child Protection Policy.
3.5.2 Undertake the training available for Nominated Governors.
3.5.3 Ensure that child protection is, as a minimum, an annual
agenda item for the Governing Body.
3.5.4 Meet regularly with the DSL to review and monitor schools
delivery on its safeguarding responsibilities.
3.5.5 Share with County the schools annual report on the
delivery of safeguarding over the previous academic year.

3.6

We have a Designated Safeguarding Lead (DSL) who is

responsible for:

3.6.1 Referring a child if there are concerns about a childs care

or welfare: abuse or neglect, to Social Care (First
Response Team). Making a telephone referral in the first
instance and following up with a written referral using the
Multi-agency Referral Form which will be securely emailed
to the team
(secure-cypfirstresponse@buckscc.gcsx.gov.uk) within the
same school day or, if this is impossible, within 24 hours.
3.6.2 Ensuring detailed and accurate written records of concerns
about a child are kept even if there is no need to make an
immediate referral and that any such records clearly
differentiate between fact and opinion.
3.6.3 Ensuring all such records are kept confidentially and
securely and are separate from pupil records, with a front
sheet listing dates and brief entry to provide a chronology.
3.6.4 Ensuring an indication of additional and separate recordkeeping is marked on the pupil records.
3.6.5 Creating a culture of safeguarding and vigilance within the
school, beginning with ensuring all staff receive an
appropriate level of induction and training to support them
in their understanding.
3.6.6 Have in place a robust system for monitoring absences and
addressing this quickly with parents and pupils to effect
change. In addition this system should also support early
identification of patterns of non-school attendance: these
are seen under the banner of safeguarding in recognition of
the NSPCCs comment on absenteeism being the single
biggest indicator that something is going wrong for the
child.
3.6.7 Acting as a focal point for staff concerns and liaising with
other agencies and professionals, including staff concerns
for conduct and behaviours of their peers
3.6.8 Ensuring all school staff are aware of the schools Child
Protection Policy and procedures, and know how to
recognise and refer any concerns.
3.6.9 Ensuring either they or another appropriately informed
member of staff attends Child Protection Case
Conferences, family support meetings, core groups, or
other multi-agency planning meetings, contributes to the
Framework for Assessments process, and provides a
report which has been shared with the parents.

3.6.10 Ensuring any absence of two consecutive school days,

without satisfactory explanation, of a pupil currently subject
to a child protection plan is immediately referred to their
social worker.
3.6.11 Ensuring that if a pupil, about whom there have been child
protection concerns, leaves the school, concerns and
school medical records are forwarded under confidential
cover to the DSL at the pupils new school as a matter of
urgency. The original copy of significant documents will be
retained at our school, and photocopies forwarded as
above.
3.6.12 Providing, with the Headteacher, an annual report for the
Governing Body, detailing any changes to the policy and
procedures; training undertaken by the DSL, and by all staff
and Governors; number and type of incidents/cases, and
number of children referred to Childrens Social Care and
subject to Child Protection Plans (anonymised). The
Governing Body will use this report to fulfil its responsibility
to provide the LA with information about their Safeguarding
policies and procedures.
3.6.13 Meet regularly (suggest once a term) with the Nominated
Governor to share oversight of safeguarding provision
within the school, monitor performance and develop plans
to rectify any gaps in delivery noted.
3.6.14 Meet the statutory requirement to keep themselves up to
date with knowledge, enabling them to fulfil their role,
including attending relevant training, at least every two
years, provided by the Buckinghamshire Safeguarding
Children Board, or the Education Safeguarding Advisory
Service.
3.6.15 Ensure that a referral is made to the Disclosure and Barring
Service of all cases where a staff member has been
dismissed, or left the school due to the risk/harm they pose
to students.
3.6.16 Refer to the Police any cases where a criminal offence may
have been committed
4. Procedures
Our school procedures for safeguarding children will be in line
with Buckinghamshire County Council and Buckinghamshire
Safeguarding Children Board Child Protection Procedures,
Working Together to Safeguard Children 2015 and Keeping
Children Safe in Education 2016 and statutory guidance issued

under section 29 of the Counter-Terrorism and Security Act

2015
4.1

We will ensure that:

4.1.1 We have a Designated Member of the Senior Leadership
Team who has undertaken appropriate training for the role,
as recommended by BSCB. Our Designated Safeguarding
Lead (DSL) will be required to update their training every
year (KCSiE 2016).
4.1.2 We have 2 members of staff (Additional Safeguarding
Leads) who will act in the DSLs absence who have also
received training for the role of DSL, and who will have
been briefed in the role. In the absence of an appropriately
trained member of staff, the Headteacher will assume this
role.
4.1.3 All adults (including supply teachers and volunteers) new to
our school will be made aware of the schools policy and
procedures for child protection, the name and contact
details of the DSL, their role and responsibilities under
Keeping Children Safe in Education 2016 and the booklet
What to do if Youre Worried a Child is Being Abused, and
have these explained, as part of their induction into the
school.
4.1.4 All members of staff are provided with opportunities at least
every three years to receive training arranged or delivered
by the DSL in order to develop their understanding of the
signs and indicators of abuse, how to respond to a pupil
who discloses abuse and the procedure to be followed in
appropriately sharing a concern of possible abuse or a
disclosure of abuse.
4.1.5 All parents/carers are made aware of the schools
responsibilities in regard to child protection procedures
through publication of the schools Child Protection Policy,
and reference to it in our prospectus/brochure and home
school agreement.
4.1.6 All staff, parents/carers and children are aware of the
schools escalation process which can be activated in the
event of concerns not being resolved after the first point of
contact. An individuals safeguarding responsibility does not
end once they have informed the DSL of any concerns,
although specific details of further actions may be
appropriately withheld by the DSL as information will only
be shared on a need to know basis.

4.1.7 Our lettings policy will seek to reflect the on-going

responsibility the school has for safeguarding those using
the site outside of normal school hours, ensuring the
suitability of adults working with children on school sites at
any time. This includes the purpose of the letting for
religious or political reasons
4.1.8 Community users organising activities for children are
aware of and understand the need for compliance with the
schools child protection guidelines and procedures.
4.1.9 The school operates Safe Recruitment practices including
ascertaining the suitability of employed staff and volunteers
in regulated activities. Checks will be made through the
Disclosure and Barring Service and the National Teachers
Councils Prohibition List, as recommended by
Buckinghamshire County Council and in line with current
legislation.
4.1.10 Allegations against members of staff are referred to the
Local Authority Designated Officer (LADO). There are
procedures in place to make a referral to the Disclosure
and Barring Service (DBS) if a person in regulated activity
has been dismissed or removed due to safeguarding
concerns or would have been had they not resigned. The
school recognises that this is a legal duty and a failure to
refer when the criteria are met is a criminal offence.
4.1.11 All staff working in a regulated activity are required to give
an undertaking that they are not disqualified by association
from working with children under the age of 8 yrs. Staff
must inform the Head Teacher if events arise which may
impact on their capacity to give this undertaking
4.1.12 Our procedures will be annually reviewed and updated.
4.1.13 The name of the DSL will be clearly shown in the school in
appropriate locations including Reception and the staff
room, with a statement explaining the schools role in
referring and monitoring cases of suspected abuse.
5. Prevention
5.1.1 We recognise school plays a significant part in the prevention
of harm to our pupils by providing students with effective lines
of communication with trusted adults, supportive friends and
an ethos of protection. We include within this the emotional
wellbeing of our students and recognise the role school plays
in recognising and preventing the political indoctrination of

pupils either by self-radicalisation or through exposure to

extremist views.
5.2 The school community will therefore:
5.2.1 Establish and maintain an ethos, which is understood by all
staff, which enables children to feel secure and encourages
them to talk, knowing that they will be listened to.
5.2.2

Receive focused training to support learning and

understanding of the changing landscape of safeguarding
which is underpinned by legislation and includes issues
such as FGM, CSE and radicalisation. Support staff to be
vigilant and able to recognise and act on assessed
vulnerabilities.

5.2.3 Ensure that all children know there is an adult in the school
whom they can approach if they are worried or in difficulty.
5.2.4 Provide, across the curriculum, opportunities which equip
children with the skills they need to stay safe from both
physical and emotional harm and to know to whom they
should turn for help.
5.2.5 Ensure staff work effectively with partner agencies to seek
advice support and guidance, drawing on multi agency
expertise, knowledge and experience to support students at
risk of harm including emotional and intellectual harm via
social media and use of the internet

6. Supporting Children
6.1 We recognise that a child who is abused, witnesses violence, and
lives in a violent environment may feel helpless and humiliated, may
blame him/herself, and find it difficult to develop and maintain a
sense of self-worth.
6.2 We recognise the young minds of our students can be vulnerable
and may be exploited by others, therefore staff will be alert to the
signs of vulnerability and/or susceptibilities to violent extremism or
indoctrination.
6.3 We recognise that the school may provide the only stability in the
lives of children who have been abused or who are at risk of harm.
6.4 We accept that research shows that the behaviour of a child in
these circumstances may range from that which is perceived to be
normal to aggressive or withdrawn.
6.5 Staff recognise the need for a culture of vigilance to be present in
the school to support safeguarding. This includes awareness and
sensitivity to attitudinal changes of student which may indicate they
are at risk of radicalisation.

6.6 Our school will support all pupils by:

6.6.1 Encouraging the development of self-esteem, resilience
and critical thinking in every aspect of school life
including through the curriculum.
6.6.2 Promoting a caring, safe and positive environment
within the school.
6.6.3 Monitoring all absences from school and promptly
addressing concerns about irregular attendance with the
parent/carer. Any pupil absent for ten school days,
where it has not been possible to make contact with a
parent/carer, will be reported as a Child Missing in
Education using the CME Protocol.
6.6.4 Liaising and working together with all other support
services and those agencies involved in the
safeguarding of children and using the expertise and
resources of colleagues in other service areas to
promote the welfare of student
6.6.5 Ensuring staff work with Prevent officers and the
Channel panel to support and safeguard if a student is
thought to be vulnerable to or espousing radical political
ideologies..
6.6.6 Laising with the parent/carer, GP and/or school nurse to
ensure that an appropriate care plan is in place if a pupil
has medical needs.
6.6.7 Developing a good working knowledge of the Threshold
Document and how it can be used to safeguard and
promote the wellbeing of students, and informing the
notification to Social Care (First Response) as soon as
there is a significant concern.
6.6.8 Ensuring that a named teacher is designated for Looked
After Children (LAC) and that an up to date list of
children who are subject to a Care Order or are
accommodated by the County Council is regularly
reviewed and updated. The Education of Children in
Public Care (ECPC) Team must be made aware of all
LAC in the school.
6.6.9 Notifying Social Care (First Response) when a child
attending the school is privately fostered. This means
when a child lives with someone other than their parent,

step-parent, aunt, uncle or grandparent for a period of

more than 28 days.
6.6.10 Seeking appropriate advice, support and guidance to
enable us to critically evaluate safeguarding information
and concerns, and to act on them appropriately.
6.6.11 Providing continuing support to a pupil (about whom
there have been concerns) who leaves the school by
ensuring that such concerns and school medical
records are forwarded under confidential cover to the
Designated Safeguarding Lead at the pupils new
school as a matter of urgency/ within the first term. The
original copy of significant documents will be retained at
our school, and photocopies forwarded as above.

7. Confidentiality
7.1 We recognise that all matters relating to child protection are
confidential.
7.2 The Headteacher or Designated Safeguarding Lead will disclose
personal information about a pupil to other members of staff on a
need to know basis only. This will be governed by BSCB
Information Sharing Protocols.
7.3 However, all staff must be aware that they have a professional
responsibility to share information with other agencies in order to
safeguard children.
7.4 Staff will not keep duplicate or personal records of child protection
concerns. All information will be reported to the Designated
Safeguarding Lead and securely stored only in the designated
location within the school, separate from the pupil records.
7.5 Provision is in place for the information to be accessed in the
absence of the DSL in an emergency.
7.6 All staff must be aware that they cannot promise a child to keep
secrets which might compromise the childs safety or well-being or
that of another.
7.7 We will always undertake to share our intention to refer a child to
Social Care (First Response) with their parents /carers, unless to
do
so could put the child at greater risk of harm or impede a criminal
investigation. If in doubt, we will consult with the ESAS or Social
Care on this point.

8. Supporting Staff
8.1 We recognise that staff working in the school who have become
involved with a child who has suffered harm, or appears to be likely
to suffer harm, may find the situation stressful and upsetting.
8.2 We will support such staff by providing an opportunity to talk
through their anxieties with the DSL and to seek further support.
This could be provided by the Headteacher or another trusted
colleague, Occupational Health, and/or a representative of a
professional body or trade union, as appropriate.
8.3 In consultation with all staff, we have adopted a Code of Conduct
for staff at our school. This forms part of staff induction and is in the
staff handbook. We understand that staff should have access to
advice on the boundaries of appropriate behaviour in order to define
and underpin the safe working practices adhered to within our
school.
8.4 We recognise that our DSL(s) should have access to support (as in
8.2 above) and appropriate workshops, courses or meetings as
organised by the LA.
9. Allegations against staff
9.1 All school staff should take care not to place themselves in a
vulnerable position with a child. It is always advisable for interviews
or work with individual children or parents to be conducted in view
of other adults. (See also 8.3 above)
9.2 Staff should be aware of the schools Staff Code of Conduct. This
can be found in the staff room.
9.3 We understand that a pupil may make an allegation against a
member of staff. If such an allegation is made, the member of staff
receiving the allegation will immediately inform the Headteacher/
DSL who will then liaise with the Headteacher or the most senior
teacher if the Headteacher is not present.
9.4 The Headteacher/senior teacher on all such occasions should
immediately discuss the content of the allegation with the Local
Authority Designated Officer (LADO). The purpose of an initial
discussion is for the LADO and the case manager to consider the
nature, content and context of the allegation and agree a course of
action.

9.5 If the allegation made to a member of staff concerns the

Headteacher, the person receiving the allegation will immediately
inform the Chair of Governors who will consult the LADO (as in 9.4
above) without notifying the Headteacher first.
9.6 The school will follow the LA procedures for managing allegations
against staff, a copy of which can be found in the staff room.
9.7 Suspension of the member of staff against whom an allegation has
been made needs careful consideration, and we will consult with
LADO (as in 9.4 above) in making this decision, as well as being
guided by HR.
9.8 If a suspension is made, following Local Authority procedures (as in
9.6 above) restrictions will apply to all staff regarding contact whilst
suspended including the use of social media such as Facebook and
Twitter.
9.9 Our lettings agreement for other users requires that the organiser
will follow LA procedures for managing allegations against staff and,
where necessary, the suspension of adults from school premises.
10. Whistleblowing
10.1. We recognise that children cannot be expected to raise concerns in
an environment where staff fail to do so.
10.2 All staff should be aware of their duty to raise concerns about the
attitude or actions of colleagues. If necessary, they should speak to
the designated whistleblowing Governor or the Local Authority
Designated Officer (LADO).
11. Physical intervention/Positive handling
11.1 Our policy on physical intervention/positive handling by staff is set
out separately, as part of our Behaviour Policy. It complies with the
Department for Education Guidance, The Use of Reasonable
Force, Advice for Headteachers, Staff and Governing Bodies July
2013. Use of Reasonable Force, 2013. This policy states that staff
may only use reasonable force, meaning no more force than is
needed, to prevent pupils from hurting themselves or others, from
damaging property, or from causing disorder. It is always unlawful
to use force as a punishment.
11.2 Headteachers and authorised staff can use such force as is
reasonable in the circumstances to conduct a search for the
following prohibited items: knives and weapons, alcohol, illegal

drugs, stolen items, cigarettes and tobacco, fireworks, pornographic

images, or any article that has been or is likely to be used to commit
an offence, cause personal injury or damage property.
11.3 If the use of force is necessary, reasonable adjustments for
disabled children and children with special educational needs will
be made.
11.4 Any use of force or restraint should be recorded and signed by a
witness. The parent/carer will be informed of the incident.
11.5 Staff who are likely to need to use physical intervention must be
appropriately trained.
11.6 We understand that physical intervention of a nature which causes
injury or unnecessary distress to a child may be considered under
child protection or disciplinary procedures.
12. Antibullying
12.1 Our policy on the prevention and management of bullying is set out
in a separate policy and acknowledges that to allow or condone
bullying may lead to consideration under child protection
procedures.
13. Racist Incidents
13.1 Our policy on racist incidents is set out in a separate policy and
acknowledges that repeated racist incidents or a single serious
incident may lead to consideration under child protection
procedures.
14. Health and Safety
14.1 Our Health & Safety policy, set out in a separate document, reflects
the consideration we give to the protection of our children both
physically within the school environment and, for example, in
relation to internet use, and when away from the school when
undertaking school trips and visits.
15. e-Safety
15.1 All staff should be aware of the school policy on e-Safety which sets
out our expectations relating to:
Creating a safer online environment.
Giving everyone the skills, knowledge and understanding to help

children and young people stay safe on line, question the

information they are accessing and support the development of
critical thinking.
Inspiring safe and responsible use and behaviour.
Use of mobile phones both within school and on school
trips/outings.
Use of camera equipment, including camera phones.
What steps to take if you have concerns and where to go for help.
Staff use of social media is set out in the Staff Code of Conduct.
17. Cultural Issues
As a school we are aware of the cultural diversity of the community around
us and seek to work sensitively to address the unique culture of our students
and their families as they relate to safeguarding. Our policy and procedures
on: Female genital mutilation (BSCB procedure)
Forced marriage (BSCB procedure)
Fasting (School policy)
are set out in separate documents
17. Policy Review
17.1 The Governing Body of our school is responsible for ensuring the
annual review of this policy, and for reporting back to the Local
Authority. The date the next review is due is on the front cover

Buckinghamshire LA would like to acknowledge the following, whose documents were referred to during the
preparation of this policy: Thurrock, Cambridgeshire, Northamptonshire, Kent and IRSC colleagues.

Appendix One
Child Protection
Everyone who works with children has a duty to safeguard and promote the
welfare of children. They should be aware of the signs and indicators of abuse
and know what to do and to whom to speak if they become concerned about a
child or if a child discloses to them.
The following is intended as a reference for school staff and parents/carers if
they become concerned that a child is suffering or likely to suffer significant
harm.
The Children Act 1989 defines abuse as when a child is suffering or is likely to
suffer 'significant harm'. Harm means ill treatment or the impairment of health or
development. Four categories of abuse are identified

Neglect

Physical Abuse

Sexual Abuse

Emotional Abuse

Neglect is the persistent failure to meet a childs basic physical and/or

psychological needs, likely to result in the serious impairment of the childs
health or development. Neglect may occur during pregnancy as a result of
maternal substance abuse. Once a child is born, neglect may involve a parent
or carer failing to:

provide adequate food, clothing and shelter (including exclusion from

home or abandonment). If a child is observed scavenging for food at
school, the possibility of inadequate feeding at home should be
considered as a priority;
protect a child from physical and emotional harm or danger;
ensure adequate supervision (including the use of inadequate or
inappropriate care-givers);
ensure access to appropriate medical care or treatment.

It may also include the neglect of, or unresponsiveness to, a childs basic
emotional needs.
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or
scalding, drowning, suffocating or otherwise causing physical harm to a child.
Physical harm may also be caused when a parent or carer fabricates the
symptoms of, or deliberately induces, illness in a child.

Emotional abuse is the persistent emotional maltreatment of a child such as to

cause severe and persistent adverse effects on the childs emotional
development. It may involve conveying to children that they are worthless or
unloved, inadequate or valued only insofar as they meet the needs of another
person. It may feature age or developmentally inappropriate expectations being
imposed on children. These may include interactions that are beyond the childs
developmental capability, as well as overprotection and limitation of exploration
and learning, or preventing the child participating in normal social interaction. It
may involve seeing or hearing the ill treatment of another. It may involve serious
bullying (including cyber bullying), causing children to feel frightened and in
danger or the exploitation or corruption of children. Some level of emotional
abuse is involved in all types of maltreatment of a child, though it may occur
alone.
Domestic violence is very damaging to a childs emotional development; where
a child is living with domestic violence, schools should consider making a
referral to Social Care if the child shows any indicators of significant harm.

Sexual abuse involves forcing or enticing a child or young person to take part
in sexual activities, including prostitution, whether or not the child is aware of
what is happening. The activities may involve physical contact, including
penetrative (e.g. rape, buggery or oral sex) or non-penetrative acts (e.g.
masturbation, kissing, rubbing and touching outside of clothing). They may
include non-contact activities, such as involving children in looking at, or in the
production of, sexual images (including on-line images), watching sexual
activities, or encouraging children to behave in sexually inappropriate ways, or
grooming a child in preparation for abuse (including via the internet). Sexual
abuse is not solely perpetrated by adult males. Women can also commit acts of
sexual abuse, as can other children.
.
Although no culture sanctions extreme harm to a child, cultural variations in
child rearing patterns do exist. A balanced assessment must incorporate a
cultural perspective but guard against being over-sensitive to cultural issues at
the expense of promoting the safety and well-being of the child.
Fear of being accused of racism can stop people acting when they otherwise
would. Fear of being thought unsympathetic to someone of the same race
can change responses.
Every organisation concerned with the welfare and protection of children
should have mechanisms in place to ensure equal access to services of the
same quality, and that each child, irrespective of colour or background,
should be treated as an individual requiring appropriate care.
Victoria Climbi Inquiry Report.

Research also tells us that children with special needs are at an increased risk
of abuse. There are fewer signs and indicators and more possible explanations.
Children with communication difficulties may be especially vulnerable.
Some children and young people may be more vulnerable to abuse due to
particular circumstances such as:

Young women subject to honour based violence (where for

instance they have transgressed the expectations of them as
young women in their family and community).

Young people whose cultural background are at odds with their

behaviours such as homosexuality, under-age sex,
relationships or life style choices

Children at risk of harm from abuse linked to a belief in spirit

possession on the part of their parent, carer or wider
community.

Girls at risk of genital mutilation (usually being taken back to

their country of origin for this procedure to be carried out).

Children being trafficked from abroad.

Girls and/or boys at risk of being forced into marriage.